Broad Lane, Nantwich, Cheshire, CW5 7QL

01270 906124

admin@stapeleybl.cheshire.sch.uk

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Stapeley Broad Lane CofE Primary School

Music

At Stapeley Broad Lane we use music to enrich children's learning and provide individual and collective opportunities for participation in musical activities according to level of understanding and ability, through the development of the following:

 

  • Build self-esteem, self-confidence and self-discipline
  • Develop social skills, co-operation and sharing
  • Develop a sensitive response to sound and readiness to experiment with sound
  • Develop concentration, memory and listening skills
  • Develop a musical vocabulary
  • Develop physical co-ordination through breathing and posture
  • Develop self-awareness, sensitivity, imagination and empathy
  • Encourage children to recognise and express their feelings
  • Develop an understanding of musical traditions and appreciation of own and other's culture and heritage

 

We believe that the promotion of music develops a child in a social, physical, intellectual, emotional and spiritual way.

 

 

During Key Stage 1 pupils listen carefully and respond physically to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They explore and enjoy how sounds and silence can create different moods and effects.

Knowledge, skills and understanding

Controlling sounds through singing and playing - performing skills

1. Pupils should be taught how to:
a. use their voices expressively by singing songs and speaking chants and rhymes
b. play tuned and untuned instruments
c. rehearse and perform with others [for example, starting and finishing together, keeping to a steady pulse].

Creating and developing musical ideas - composing skills

2. Pupils should be taught how to:
a. create musical patterns
b. explore, choose and organise sounds and musical ideas.

Responding and reviewing - appraising skills

3. Pupils should be taught how to:
a. explore and express their ideas and feelings about music using movement, dance and expressive and musical language
b. make improvements to their own work.

Listening, and applying knowledge and understanding

4. Pupils should be taught:
a. to listen with concentration and to internalise and recall sounds with increasing aural memory
b. how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised and used expressively within simple structures [for example, beginning, middle, end]
c. how sounds can be made in different ways [for example, vocalising, clapping, by musical instruments, in the environment] and described using given and invented signs and symbols
d. how music is used for particular purposes [for example, for dance, as a lullaby].

Breadth of study

5. During the key stage, pupils should be taught the knowledge, skills and understanding through:
a. a range of musical activities that integrate performing, composing and appraising
b. responding to a range of musical and non-musical starting points
c. working on their own, in groups of different sizes and as a class
d. a range of live and recorded music from different times and cultures.

 

During Key Stage 2 pupils sing songs and play instruments with increasing confidence, skill, expression and awareness of their own contribution to a group or class performance. They improvise, and develop their own musical compositions, in response to a variety of different stimuli with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures.

Knowledge, skills and understanding

Controlling sounds through singing and playing - performing skills

1. Pupils should be taught how to:
a. sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression
b. play tuned and untuned instruments with control and rhythmic accuracy
c. practise, rehearse and present performances with an awareness of the audience.

Creating and developing musical ideas - composing skills

2. Pupils should be taught how to:
a. improvise, developing rhythmic and melodic material when performing
b. explore, choose, combine and organise musical ideas within musical structures.

Responding and reviewing - appraising skills

3. Pupils should be taught how to:
a. analyse and compare sounds
b. explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary
c. improve their own and others' work in relation to its intended effect.

Listening, and applying knowledge and understanding

4. Pupils should be taught:
a. to listen with attention to detail and to internalise and recall sounds with increasing aural memory
b. how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures [for example, ostinato] and used to communicate different moods and effects
c. how music is produced in different ways [for example, through the use of different resources, including ICT] and described through relevant established and invented notations
d. how time and place can influence the way music is created, performed and heard [for example, the effect of occasion and venue].

Breadth of study

5. During the key stage, pupils should be taught the knowledge, skills and understanding through:
a. a range of musical activities that integrate performing, composing and appraising
b. responding to a range of musical and non-musical starting points
c. working on their own, in groups of different sizes and as a class
d. using ICT to capture, change and combine sounds
e. a range of live and recorded music from different times and cultures [for example, from the British Isles, from classical, folk and popular genres, by well-known composers and performers].